Promoting academic and social-emotional school readiness: The head start REDI program

Karen L. Bierman, Celene E. Domitrovich, Robert L. Nix, Scott D. Gest, Janet A. Welsh, Mark T. Greenberg, Clancy Blair, Keith E. Nelson, Sukhdeep Gill

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Abstract

Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI - Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.

Original languageEnglish (US)
Pages (from-to)1802-1817
Number of pages16
JournalChild development
Volume79
Issue number6
DOIs
StatePublished - Nov 1 2008

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All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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